Journal of College Counseling最新文献

We randomly assigned 71 student participants to an acceptance and commitment therapy (ACT) group training or to a wait list. All participants completed measures at preintervention, 1-month postintervention, and 2-month follow-up. Students receiving ACT exhibited significantly reduced levels of general psychological distress and negative emotional symptoms at follow-up. Mental health outcomes for ACT were mediated by increases in psychological flexibility and mindfulness. Results suggest that ACT group training could be an effective mental health intervention in educational settings.

We developed, delivered, and evaluated a unique group counseling program for underperforming, gifted university students. Aligned with developmental and contextual models of giftedness, the program was designed to achieve four overarching goals using eight counseling themes relevant to academic success as identified in the literature or best practices. We evaluated the program using interviews with the participating students (N = 8), a questionnaire, and reflection among the counselors who delivered the program. Findings and recommendations for developing counseling programs for gifted students are presented.

This study assessed the mental health predictors of academic distress using the Counseling Center Assessment of Psychological Symptoms–34 (Locke et al., 2011) across matched pairs (N = 2,836) of military and nonmilitary students accessing counseling services between 2014 and 2016. Findings suggested the predictors of academic distress did not differ across the two groups. Practical suggestions for counselors working with military and nonmilitary students are discussed based on the findings.

Evidence-based practice (EBP) has been proposed as a solution to the growing need for mental health treatment in the United States. We surveyed 205 college counselors regarding their attitudes toward EBP, institutional support, theoretical orientation, and job satisfaction. Our findings support the idea that counselors’ attitudes toward EBP is predicted by institutional support and percentage of time spent engaged in training. The implications of these findings for practitioners and researchers are explored.

We examined whether the “friendliness” of college counseling center websites to students with lesbian, gay, bisexual, transgender, and queer, plus other identities (LGBTQ+) varied by state-level structural policies on hate crime, employment nondiscrimination, and religious exemption. Results from our analyses of variance showed that website friendliness was significantly higher in states that offered hate-crime and employment nondiscrimination protections to LGBTQ+ individuals. Our findings highlight the need to intervene at multiple ecological levels to build inclusive college communities.

This study investigated problematic social media use (PSMU), the fear of missing out (FOMO), mindful attention, self-esteem, and life satisfaction among 278 undergraduate students. Results indicated that PSMU and FOMO negatively related to mindful attention, self-esteem, and life satisfaction. The mediation model suggested that mindful attention inversely mediated the relationship between FOMO and PSMU. Thus, FOMO predicted PSMU in users who were less mindfully attentive. We discuss the results, limitations, implications, and recommendations for research.

Approximately one third of college students report heavy episodic drinking (HED; Substance Abuse and Mental Health Services Administration, 2019), defined as four or more drinks for women and five or more drinks for men on a single occasion. This mixed-methods study examined the feasibility of a mindfulness intervention intended to reduce HED. Thirty-six students were assigned to either (a) a 4-week mindfulness intervention or (b) a personalized email. The mindfulness group reported fewer weekend night drinks postintervention. Adaptations that can reduce barriers to attendance will be needed.

Brief Alcohol Screening and Intervention for College Students (BASICS; Dimeff et al., 1999) is an evidence-based treatment to reduce high-risk drinking among college students. Despite evidence of effectiveness, little is known about treatment fidelity when BASICS is implemented in a practical setting. This qualitative study explored the experiences of 13 mental health professionals who use the BASICS intervention. Themes emerged around the strengths of the intervention and barriers to implementation.